THÔNG TIN TÀI LIỆU
S l i d e _ _ Content Introduction Speech Organs Speech product & Mechanism The description & classification of English speech sounds The English consonants Place of articulation Manner of articulation Voicing Phonetic features of English consonants The Vowels Transcription _ Aspects of connected speech Assimilation Dissimilation Elision Metathesis Epenthesis Liasion Stress Intonation Phonology The Phoneme The Allophone The Syllable Phonological Rules _ _ _ _ S _ l _ i _ d e S l Mine Determine Debt Climber Receipt Basic Pronoun Innocent Interesting Adversetisement (BrE) (AmE) _ _ _ _ _ Introduction Study of Pronunication _ i _ d e _ Phonetics: Phonology: describing speech sounds in terms of phonetic features/properties studying speech sounds in terms of functions & patterning - How speech sounds are produced using articulators? -How the sound waves are measured? - How speech sounds are perceived with the ears, nerves and brain? - How many distinctive sounds are there in a particular language system? _ _ _ - Which rules that govern the interaction between these sounds? S l i _ Comparison: Phonology and phonetics Phonetics _ _ Phonology d e _ the basis for phonological analysis the basis for further work in morphology, syntax, discourse & orthography design Analyzes the sound patterns of a particular language by determining which phonetic Analyzes the production of all sounds are significant, and human speech sounds, explaining how these sounds regardless of language are interpreted by the native speaker _ _ _ S INTRODUCTION _ l Phonetics: The science of speech sound _ i d Aim: to provide the set of features, or properties that can describe all sounds in human language S l _ main areas of phonetics e _ _ Articulatory phonetics Acoustic phonetics Auditory phonetics _ • deals with the physiological aspects of speech sound (How speech sounds are produced using articulators) _ • deals with transmission of speech sounds through the air (How sound waves are measured) • deals with listeners’ perception (How speech sounds are perceived with ear, nerves & brain) _ The s pe e c h o rg ans /Artic ulato rs (S o und pro duc ing S ys te ms )* _ i d e _ Alveolar ridge Nasal Cavity _ Uvula Oral Cavity _ Velum Hard palate Front Tip Blade Back/Dorsum _ Pharynx _ Epiglottis Glottis Larynx Vocal folds S l i d e _ THE DESCRIPTION & CLASSIFICATION OF ENGLISH SPEECH SOUNDS _ Speech sounds as Segments or Phones _ A phone - an unanalyzed sound of a language - the smallest identifiable unit found in a stream of speech A segment - any discrete unit or phone - a representation of such a unit _ _ _ _ S l i _ ENGLISH SPEECH SOUNDS _ The basic division: major classes _ d _ e _ 44 basic speech sounds _ _ 20 vowels 24 consonants S l i d _ THE ENGLIS H CONS ONANTS _ Definition: _ A speech sound produced with a complete or partial obstruction of the air stream in vocal tract _ e _ Description: can be described in terms of articulatory parameters: place of articulation manner of articulation voicing Place of articulation: The points where articulators actually touch or are at the closest _ _ S _ THE ENGLIS H CONS ONANTS ** l Sound i Passive Articulators Active _ E.g _ [p, b, m, w] * Bilabial upper lip lower lip Dental teeth tongue tip Labiodental upper teeth lower lip Alveolar teeth ridge tip [t d s z n l r ]* Palatal hard palate Front [j]* d _ e [ , ] * Palato-alveolar behind alveolar tongue blade soft palate Velar Tongue back vocal cords Glottal _ [f, v*] _ _ [t, d, , ]* * , ŋ, w ] [k, ** [h, ] * 10 S _ Manner of articulation: (Constriction degrees) How close the articulators get: Complete or partial? l i d _ _ _ e _ _ _ 11 S l i d _ Main constriction degrees (types of obstruction) _ _ Sound class Movement of articulator Sound Stop (plosives) complete stop of air, then rapid separation stop of air, then slow separation Narrowing, causing audible friction lowering of velum, air escapes through nose air escapes down side of tongue slight narrowing, not enough for friction [p, t, k, b, d, , ] e Affricates Fricatives Nasals Lateral Approximants _ _ _ [ t, d] _ [,, f, v, z, s, , , h ] [m, n, ŋ ] * [l]* [w, j, r]* 12 S _ Manner of articulation of dark el [ l ] l _ I’ll [ aI l ] child while owl oil meal school useful howl - how file - fire mile - mind i d e l _ _ _ _ _ 13 S l _ Manner of articulation of [ w ] _ i d e _ We [wi:] Wine [waIn] Semi-vowel Start with [u:] then glides to [] How [ha] _ _ _ _ [haw] Semi-consonant We [wi:] Quite [kwaI] w 14 S l _ Manner of articulation of [ j ] _ i d e _ _ Yes [jes] You [ju:] Young [jŋ] _ _ Semi-vowel Start with [i:] then glides to [] Semi-consonant university [] [ju:nIv:sItI] _ j 15 S l _ Manner of articulation of [ r ] _ i _ d _ e Writer [raIt] [raItr] [raItr] Our [a] Fire [faI] _ _ _ r 16 S l i d e _ Voicing (States of glottis) what are the vocal folds doing? _ _ Voiced sounds: + vibration during the articulation of the consonant, e.g [b, d, ] _ _ _ Voiceless sounds: - vibration during the articulation of the consonant, e.g [f, s, t∫] s x ch f t k th h ph * t _ 17 S l i d _ What is the significance of voicing in the pronunciation of an utterance? _ _ _ e _ How is plural form – s pronounced in English? How is past tense form –ed pronounced in English? _ _ 18 S d The pronunciation of Plural form – S NSTRIDENT + ES [ z ], e.g glasses, watches NVOICED+S [ z ] e.g pens on the table NVLESS +S [ s ], e.g books on the table e Stridents: [ s ] [ z ] [ Í ] [ Ù ] [ S ] [ Z ] l i _ _ _ _ _ The pronunciation of past form - ED V td + ED [d], e.g wanted, needed VVOICED+ED [d] e.g I opened a box VVLESS +ED [t], e.g He looked at us s or z? t or d?: dams, houses, tents, beds, dogs He helped us, he asked us, he begged us _ _ 19 S l Place i Manner Stop – voice p + voice b Affricate – voice + voice Fricative – voice + voice Nasal m d e Bilabial Dental Labio Alveolar Palato dental alveolar Lateral Approximant S l _ C Classification of English consonants Palatal Velar Glottal _ t d k _ _ Í Ù f v s z n _ r _ h ŋ l w j (w) 20 _ D Identification of a consonant : _ i d e _ _ _ [ k ] in terms of parameters voicing: voiceless place : velar manner: stop _ _ _ 21 S l i d e 2 _ SOME PHONETIC FEATURES OF ENGLISH CONSONANTS _ _ A FORCE OF ARTICULATION: _ greater or lesser effort and high/ low air pressure required Fortis consonants: voiceless consonants tend to have strong pronunciation e.g [p, t, k] Lenis consonants: voiced consonants tend to have weaker pronunciation, e.g [b, d, ] _ _ _ 22 S _ B LENGTH OF ARTICULATION l I Voiceless > Voiced consonants at final position, _ i e.g hit vs hid _ tap vs tab d _ e _ _ _ 23 S II Open syllable > closed syllables, _ l e.g be [ bi:] > bead [bi:d] > beat [bi:t] _ i III Syllables closed with voiced consonant > syllables closed with voiceless consonants, _ d e.g bead [bi:d] > beat [bi:t], raise [reIz] > race [reIs] _ e _ _ _ 24 S l _ _ PRACTICE i d _ _ peace - peas eyes - ice e _ lose - loose bat - bad lice - lies cup - cub rise - rice rack - rag duck - dug price - prize _ _ 25 S l i d e _ C VOICE OF ARTICULATION Full voice: [b, d, ] are intervocalic, e.g about, ado, ago [l, r] are syllable initial, e.g rain, lean Devoiced: [b, d, ] are syllable initial, e.g be [bi:], [d u:] go [ ] _ _ _ _ _ _ [r, l ] are preceded by voiceless stops, e.g train [ treIn] , clean [k li:n] clearly Voiceless: when [b, d, g] are word final, e.g lead [li: d ], dog [ d ] bad - bat 26 S l i d e _ D SYLLABICITY When syllabic consonants [l, r, m, n ] are preceded by another consonant,e.g [l]: little [ l I t l ], table [teI bl ], total [ t@Utl! ] [r ] matter [ m tr], ladder [ l dr], Mr, consider [m ]: madam [m dm], rhythm [r I m ], autumn [ n ] : listen [ l I s n], garden [ga:dn ], often medal needlework cattle petals _ _ _ _ _ Socialism, capitalism, enthusiasm suddenly Britain frightening hidden _ panel 10 softener 11 station 12 fastened 27 S l E FLAPPING [] _ t "pa:t}I _ i d e _ Voiceless alveolar [ t ] or voiced alveolar [d ] becomes voiced flap [] in an unstressed syllable, e.g _ _ [lItl! ], ladder [l dr], city [sI tI ] (BrE) [lIl] [l r] _ _ [sI I ] (AmE) Party, meeting, Saturday, daughter He worked until the party started She’s Mr Timson’s daughter Jenny I have one son and one daughter 28 A little S l _ F ASPIRATION with [ p, t, k ] The pronunciation of the I Aspirated: i d e voiceless [p, t, k ] with an extra puff of air strongly expelled [p, t, k] : syllable-initial in a stressed syllable eg pay [ph eI] top [th p] keep [khi:p] _ _ _ II Relatively aspirated: [p, t, k] : syllable-initial in an unstressed syllable e.g upon [ phn ], happen [h phn ] , ankle _ III Unaspirated: [p, t, k] : preceded by [ s ] e.g speak [sp i:k], stab [stb] _ _ skill [skIl ] [p, t, k] : syllable-final e.g stop [st p], meat [mi: t ] 29 S _ l _ i _ d e /pi:stO:lk/? [phi: s t : lk] pea stalk or [phi:s th : lk] peace talk _ _ _ [mai trein] [mait rein] [ais kri:m] [ai skri:m] ex _ 30 10 S Front Central _ Back l i _ Close i: I d e Half close High Half open _ _ Low : Cardinal Vowel Scale Open _ : Mid _ _ : e u: 40 S _ l III Classification _ i According to the quality of the second element _ Diphthongs d _ e _ _ Centring Rising _ I aI a eI FRONTING BACKING ex our e I triphthong? ai fire 41 S l i d e _ The major differences * between the consonants & the vowels Sound class Vowels Basis of difference Articulation produced with relatively little obstruction _ _ Consonants _ _ produced with narrow/ complete closure Acoustics more sonorous generally less sonorous Function syllabic generally not syllabic _ _ 42 14 S l i d e _ AS PECTS OF CONNECTED S PEECH COARTICULATORY PROCESSES _ Coarticulation _ _ Consonants with two simultaneous places of articulation _ _ Secondary articulation That of an approximantic nature, in which case both articulations can be similar, such as labialized labials, palatalized velars, etc _ 43 S l _ _ Some common coarticulations: i d e 4 _ Labialization, rounding the lips while producing the obstruction, as in kʷ and English w Palatalization, raising the body of the tongue toward the hard palate while producing the obstruction, as in Russian tʲ Velarization, raising the back of the tongue toward the soft palate (velum), as in the English dark el, lˠ or ɫ _ _ _ _ 44 S _ l _ i d e A ASSIMILATION A sound segment changes to become more like its neighboring sound Types: types of assimilation The change of a segment is caused by Progressive assimilation: A B the preceding sound A _ _ _ _ _ The preceding sound causes the change, e.g Books [ b k z] [b k s] The voiced alveolar [ z] is devoiced by the preceding voiceless [ k ] and becomes voiceless [ s ] 45 15 S l _ Regressive assimilation : A B i d B The change of a segment is caused by the following sound a Labialization (assimilation of place): [t] [p, b, m ] _ _ _ e _ [p] pen] e.g.[ _ (careful/ slow speech) _ [p pen] (Casual/ rapid speech) The alveolar [ t ] is labialized by the following bilabial [p] 46 S l i _ [d] [p, b, m], e.g [g d baI] (careful/ slow speech) [g b baI ] (Casual/rapid speech) [b] d e [n] [p, b, m], e.g [g n _ _ men] (careful speech) [g m [m] _ _ _ men] (Rapid speech) _ 47 S l i _ b Velarization (assimilation of place) [t] [k] [k, ], [ D&t ka: ] s.p [ D&k ka: ] r.p _ _ d e _ The alveolar [ t] is velarized by the following velar [] and becomes velar [ k ] [ d ] [k, ] [ gUd g3:l ] s.p [] [ gUg [ n ] [k, ] [ b&n k ] s.p [ŋ] [ b&N k ] r.p _ _ _ g3:l ] r.p 48 16 S l _ c Nasalisation (assimilation of manner) [d] [ n/m ] [ gUd _ naIt ] s.p i d _ e [ gUn [n/ m] naIt ] r.p _ _ The stop [ d ] is nasalized by the following nasal [ n ] and becomes nasal [ n ] [v] [m] [ gIv mi: ] s.p [ gIm mi: ] r.p _ _ [ m] 49 S l i C _ t∫ b) [ d ] + [ j ] makes [ d ], eg [aI ni:d + ju:] [d], _ a) [ t ] + [ j ] makes [t∫], e.g [ aI w n t+ju:] d e _ Mutual assimilation/ Coalescence: A + B c) ) [ s ] + [ j ] makes [ ∫ ], eg.[aI mIs + ju:] _ The alveolar [ t ] combines with the palatal [ j ] to make the palatoalveolar [ Í ] _ _ _ ∫ d) ) [ z ] + [ j ] makes [], eg [aI lu:z + ju:] [ ] 50 S l _ Mutual Assimilation of [ t ] & [ j ] * p.6 _ i _ d _ e _ _ _ t t j 51 17 S l _ B DISSIMILATION A sound segment becomes less alike its neighboring sound E.g Fifths [fIfs ] _ i d e _ [fIfts ] C ELISON (DELETION) A sound segment is deleted from the existing string of sounds I Elision of the Schwa [ ] when preceded by a consonant in an unstressed syllable, e.g today [ t deI ], po lice, cor rect II Elision of [ t, d ] between two other consonants, Hand me [ h n d mi: ], next day [ neks t deI ] d _ _ F METATHESIS The order of the sounds is rearranged to ease the articulation, e.g _ _ spaghetti [ sp etI ] _ [ p s etI ] e _ 52 S i _ After a consonant and before a linking [ r ] which precedes another vowel E.g interesting [Int r stI ŋ], secreta ry, lite rature, dictiona ry E.g l _ _ G EPENTHESIS A sound segment is inserted within an existing string of sounds when there is a transition from a sonorant to a nonsonorant _ _ E.g warmth [w : m ], [le ŋ ] , [prin s] p k t 53 S l _ _ H LIAIS ON (LINKING) i d e _ Six hours, an hour ago, _ half an hour, twelve hours a day, Four o’ clock, o’ clock, o’ clock, o’ clock, o’ clock, 12 o’ clock A couple of days, a bottle of wine, people in the room, a table at Mario _ _ _ You wand I, Who ware you, So wand so See ja man, they jall, very jinteresting 54 18 S l i d e _ I S tre s s I Definition The pronunciation of a syllable/ word with more force and prominence than the others nearby II The characteristics The prominence of a stressed syllable can be achieved in terms of production and perception Loudness (dynamic accent ): t i: Í@ _ _ _ _ _ Pitch (musical accent) : i: 5 t _ Í@ Length (qualitative accent ): t i i i i i: Í@ 55 S l i d e III Types: Word stress: The stress pattern given to a word in isolation possible levels of stress within a word a Primary/ High stress: The greatest stress given to a syllable within a (polysyllabic) word, e.g independent b Secondary/ Low stress: The next stress given to a syllable within a polysyllabic word, e.g inde pendent _ _ _ _ _ _ _ C Tertiary/ Rhythmic stress: The weakest stress of a syllable within a polysyllabic word E.g mag nification 56 Note: Word stress is fixed S _ Sentence stress: l i d e Stress given to words said to be important in a sentence Parts of speech usually have stress in a sentence: Noun, Verb, Adjective, Adverb (Content/lexical words) E.g Tom usually comes to class late on Monday Parts of speech not usually have stress in a sentence: Pronouns, conjunctions, prepositions, articles (Function/grammatical words) _ _ _ _ _ _ 57 19 S l i d e _ IV Function of stress a Distinguish between different parts of speech Noun Verb/ Adjective a record – to record import im port content tent (Adj) perfect – to perfect Note: contact contact b Distinguish between a compound and a noncompound (free word group) GREEN house (compound) Green HOUSE (noncompound) BLUE bottle (compound) Blue BOTTLE (noncompound) V Stress Shift/ Change When a word/ phrase is followed by another word/ phrase with a high stress or tonic stress arti ficial E.g inde pendent diplomatic She’s inde pendent absent minded But She’s an independent girl _ _ _ _ _ _ 58 S _ Jane tried to be diplomatic l _ It’s a diplomatic answer i d e _ _ His smile is artificial _ J8 has an artificial intelligence _ _ He is absent-minded He is an absent-minded teacher thirteen 1513 1315 59 S l i d e _ J INTONATION I Definition: The pronunciation of a sentence with a rise and fall of the voice in different levels of pitch II The Basic Tune shapes tonic syllable The Glide Down (Falling Tune) e.g The weather forecast was wrong The Glide Up (High Rising Tune) e.g Do you have children? The Take Off (Low Rising Tune) E.g His mother’s carrying roses, isn’t she? The Dive (Fall-Rise) E.g I’d like a cup of tea, a mixed salad without onion,and some bread with butter with plumb jam _ _ _ _ _ _ 60 20 S III The representation of the intonation contour _ l The Glide Down (Falling Tune) _ i d e _ The Glide Up (High Rising Tune) e.g Are you a student? _ e.g I’m from Canada _ _ The Take Off (Low Rising Tune) E.g You are Chinese, aren’t you? The Dive (Fall-Rise) E.g They sell milk, sugar, _ biscuit 61 S l _ IV Ho w the Bas ic Tune s hape s are us e d _ i d e _ The Glide Down can be used for: a A definite, complete statement, e.g It’s snowing I’ll get frozen b Most Wh-Questions, e.g What would you like to know? c A question-tag (the speaker is certain of her information) e.g That’s his father, isn’t he? d A strong command, e.g Call the weather forecasters e An exciting greeting or exclamation, e.g Good afternoon/ Oh! How stupid of me! f A definite short, answer Yes/ No, 62 e.g Yes, I No, she isn’t S l e _ _ _ _ The Glide Up ca n be us e d for: _ i d _ _ a Most Yes- No Questions, e.g Are you a man? b A statement intended as a question, e.g You mean very cloudy? c A polite request, e.g Could you help me, please? d A casual greeting, e.g Good afternoon! _ _ _ _ 63 21 S _ l i d e _ The Take off ca n be us e d for: _ a A question tag when the speaker isn’t certain of his information, e.g she’s cold, isn’t she? b A grumbling statement, e.g You’re always late c An echoing question, e.g A: Lumley Castle is on your left B: Where’s Lumley Castle? A: Lord and Lady Lumley have a collection of wild animals B: What have they got? _ _ _ _ 64 S _ l _ i _ d e Man: Have you seen my sport shirts? Mom: Your sport shirts? They’re being washed Man: Have you moved my math books? Mother: Your math books? They’re on the bookshelf Man: Have you taken my reading lamp? Mother: Your reading lamp? No, it’s on the desk Man: Can I borrow some postcards? Mother: Postcard? All right It’s in the drawer,in the envelope Man: Will you iron my tennis short? Mother: Your tennis short No, you have to iron it yourself 65 S l i d e 6 _ _ _ _ _ The Dive can be used for: _ a A list of things, e.g There’s some sugar, there’s some coffee and there’s a lot of tea b An incomplete statement implying BUT e.g He’s intelligent (but he’s lazy ) c With Before/ When phrase, e.g Before I eat dinner, I’ll have a bath first d Correcting thing, e.g A: He’s forty B: No, he’s fifty Alternative question A or B?, e.g Would you like tea or coffee? _ _ _ _ _ 66 22 S l i d e _ PHONOLOGY The function and patterning of sounds _ _ A Definition: The study of how the speech sounds function and form patterns according to phonological rules B Basic elements used to make up the phonological patterns: I The Features: The smallest phonological units to build up/ define the segment, e.g /n/ - vocalic + nasal - continuant II The segments: The phonological discrete units used to build up the syllable, /k e.g I n/ _ _ _ _ 67 S _ l III The syllables: suprasegmental unit _ i The phonological units used to build up the word, e.g / kndI / kn dI _ Phonological representation of hierarchical levels of elements Wd Word level _ d e S Syllable level k _ n d + consonantal - continuant + vocalic - back + consonantal - continuant Feature level - voice - high + nasal 68 _ What is the phonological hierarchy? _ A ranking that organizes a stream of speech into levels of ascending size and complexity _ _ Levels of the phonological hierarchy: e _ Segment level l i _ _ Breath group (utterance) Stress group (word) Syllable Segment Features Units at one level of the hierarchy cluster together to form units of the next higher level At each level, speech can be segmented into units that have similar kinds of phonetic features _ _ 69 23 S l i d e S l i d e _ Segments in contrast the smallest contrastive or distinctive unit in the sound system A The Phoneme: of a language that e.g / p / - / b / in / p t / - / b t /” distinguishes between / I / - / i: / in / h I t / - / h i: t / different words /p/&/b/ / I / & / i: / : different phonemes B The Distinctive feature (Contrastive/phonemic): Distinguish/contrast between two different phonemes, e.g +/- voice in bilabial stops / p / & / b / - voice + voice + labial + labial + stop + stop 70 _ _ _ _ _ _ _ C The Minimal Pair Te s t : The bas ic te s t to dis c o ve r whic h s o unds are ne me s _ I The Minimal Pair: _ consists of two forms/words that are identical in everywhere except for one segment that occurs in the same place in the string/phonemic context e.g hit / hIt / : / t / voiceless alveolar hid / hId / : / d / voiced alveolar _ _ _ II Environment/Context/Background: _ The phonemic context in which a sound or segment occurs, e.g / f n / is the environment for / f / & / v n / the environment for / v / 71 S l i Sounds d t-d e _ Provide the minimal pairs for the following pairs of sound segments Initial _ _ Final _ _ k-g _ p-b _ s-S Í - dZ 72 24 S l i d e A The allophone: Any form of the variants of a phoneme in pronunciation A predictable phonetic realization of a phoneme in speech e.g / p / : aspirated when syllabic-initial, [ phi:k ] peak but unaspirated after / s /, [ spi:k ] speak Both aspirated [ ph ] & unaspirated [ p ] are two phonetic realizations or allophones of the same phoneme / p / /p/ phoneme [ ph ] S l i d e _ Phonetically Conditioned Variations The Phoneme & the Allophone [p] allophones i _ _ _ _ _ 73 B Complementary Distribution (CD) I Definition: Two or more segments never occur in the same phonetic environment, e.g voiced [ l ] voiceless [ l ] Elsewhere: lake [ leI k ] please [ pli:z ] wider distribution of a form in many phonemic blue [ blu: ] clear [ klI ] envinronments slow [ sl ] play [pleI ] Complementary distribution of [ l ] and [ l ] in English Context [l] [ l ] After voiceless stop no yes Elsewhere yes no II Non-distinctive/Phonetic/predictable feature: The feature that makes this allophone phonetically differs from another allophone, 74 e.g the aspiration h in [ ph i: ] & [ p i: ] pea S l _ _ _ _ _ _ _ _ _ _ Phoneme vs Allophone _ Phoneme Allophone What you interpret What you hear Name for a class of sounds actual members of that class _ abstract unit of language contrastive/distinctive concrete unit of speech noncontrastive/ nondistinctive _ non-predictable predictable _ phonemic (in dictionary) phonetic (in pronunciation) basic, underlying form -phonetic socialized individual (free variation) d e _ realization/ variant 75 25 S _ THE SYLLABLE l i d e _ A supra-segmental unit (above the segment) _ _ A syllable consists of: - A syllabic element (a vowel) and - any segment (consonant(s)) that are associate with it _ _ _ CCV CC stO:lk 76 S _ l i _ The internal structure of a syllable: _ d Parts Description Optionality _ e Onset (O) Initial segment of a syllable optional _ Rhyme (R) Core of a syllable, consisting of N and C obligatory Nucleus (N) Central segment of a syllable Closing segment of a syllable obligatory _ Coda (C) _ optional 77 S l Representation of the internal structure of / f@UnetIks / i W _ _ _ d _ e σ σ _ σ _ O R O N f @U R O N n e _ R N t I C k s 78 26 S _ C Onset Constraints & Phonotactics l i d e _ I Onset constraints: The segment sequences of some words that sound unusual and are not permissible to native speakers of a given language e.g the onset / pn / in the word pneumonia is not permissible in English phonology II Phonotactics: The set of constraints on how sequences of segments pattern, forms parts of a speaker’s knowledge of the phonology of his /her language This knowledge allows the native speaker to adjust the impermissible sequences of segments of some words to conform with the pronunciation requirements of their own language e.g / p / in / pn / in pneumonia is dropped so that this word is pronounced as / nju’m nI / 79 S _ _ _ _ _ _ possible consonant-cluster l _ i _ d _ e _ _ _ 80 S l i _ possible consonant-cluster Vless alveola Vless stop d p e S t k _ Approximant E.g l r j r j w l r j w Spleen Spray Spume straw stew * * screw Skew square _ _ _ _ _ 81 27 S l _ _ TrAnscription (notation) i d e _ The use of a system of written symbols to represent the system of sounds of a given language IPA (International Phonetic Association/ Alphabets) Broad & Narrow Transcription Broad (Phonemic) Transcription: - Use of simple symbols for distinctive sounds of given languages - Does not provide details how a particular sound is pronounced - Use the slanting brackets, e.g pea / pi: /, be / bi: / _ _ _ _ 82 S l _ _ Narrow Transcription: i d e _ - Use of phonetic symbols for the allophones of a given language - Provide finer points of the pronunciation of a particular sound - Use the square brackets [ ] and diacritics for subtle details for the representation of phonetic features, e.g pea [phi:], be [bi:] * _ _ _ _ 83 S _ l _ i _ d _ e _ _ _ 84 28 [...]... _ PHONOLOGY The function and patterning of sounds _ _ A Definition: The study of how the speech sounds function and form patterns according to phonological rules B Basic elements used to make up the phonological patterns: I The Features: The smallest phonological units to build up/ define the segment, e.g /n/ - vocalic + nasal - continuant II The segments: The phonological... Constraints & Phonotactics l i d e 7 9 _ I Onset constraints: The segment sequences of some words that sound unusual and are not permissible to native speakers of a given language e.g the onset / pn / in the word pneumonia is not permissible in English phonology II Phonotactics: The set of constraints on how sequences of segments pattern, forms parts of a speaker’s knowledge of the phonology... _ i The phonological units used to build up the word, e.g / kndI / kn dI _ Phonological representation of hierarchical levels of elements Wd Word level _ d e 6 8 S Syllable level k _ n d + consonantal - continuant + vocalic - back + consonantal - continuant Feature level - voice - high + nasal 68 _ What is the phonological... _ What is the phonological hierarchy? _ A ranking that organizes a stream of speech into levels of ascending size and complexity 9 _ _ Levels of the phonological hierarchy: e 6 _ Segment level l i _ _ Breath group (utterance) Stress group (word) Syllable Segment Features Units at one level of the hierarchy
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